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dc.contributor.authorStewart, Rachelen
dc.date2016-08-31 14:33:17.465
dc.date.accessioned2016-08-31T20:04:40Z
dc.date.available2016-08-31T20:04:40Z
dc.date.issued2016-08-31
dc.identifier.urihttp://hdl.handle.net/1974/14823
dc.descriptionThesis (Master, Education) -- Queen's University, 2016-08-31 14:33:17.465en
dc.description.abstractABSTRACT The purpose of this study was to examine the technical adequacy of the Developmental Reading Assessment (Beaver & Carter, 2004). Internal consistency analysis, factor analysis, and linear regression analyses were used to test whether the DRA is a statistically reliable measuring of reading comprehension for Grades 7 and 8 students. Correlational analyses, decision consistency analyses, and a focus group of experienced Intermediate (Grades 7 and 8) teachers examined whether there is evidence that the results from the DRA provide valid interpretations regarding students’ reading skills and comprehension. Results indicated that, as currently scored, internal consistency is low and skewness of distribution is high. Factor analyses did not replicate those cited by the DRA developers to prove construct validity. Two-way contingency analyses determined that decision consistency did not vary greatly between the DRA, EQAO, scores and report card marks. Views expressed during the focus group echoed many of the challenges to validity found in the statistical analysis. The teachers found that the DRA was somewhat useful, as there were limited alternative reading assessments available for the classroom, but did not endorse it strongly. The study found little evidence that the DRA provides valid interpretations regarding Intermediate students’ reading skills. Indicated changes to the structure and administration procedures of the DRA may ameliorate some of these issues.en
dc.language.isoengen
dc.relation.ispartofseriesCanadian thesesen
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsCreative Commons - Attribution - CC BYen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjectreadingen
dc.subjectintermediateen
dc.subjectassessmenten
dc.titleThe Psychometric Properties of the Developmental Reading Assessmenten
dc.typethesisen
dc.description.degreeM.Ed.en
dc.contributor.supervisorKlinger, Don A.en
dc.contributor.departmentEducationen
dc.degree.grantorQueen's University at Kingstonen


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